List the items you worked on and/or completed each day.
* What road did you choose? Thoughts Reflections Concerns Inspirations Contemplations
5/7/12
I picked my five possible subjects- Basketball Volleyball Photography Surfing
It might be hard to choose which topic I want to use, considering I love all of these topics.
5/8/12
I have decided to research Photography
I have always loved taking pictures and have grown up in a family who enjoys taking photos. I'm not sure how the research will go.
5/10/12
I finished my first FQI sheet
I plan to start my second one tomorrow. I was researching the history of the camera.
5/16/12
I have started my second FQI sheet and almost finished. I have also started the outline of my character.
Using the activities that you showed us in class, I got a very good idea of what my character will act and look like.
5/18/12
I finished the rest of my FQI sheets. I also thought about my character a little.
I can’t wait to start the narrative and find out even more about photography.
5/22/12
Today I started and almost finished my narrative.
I'm not sure if my story line is good enough. I might have to make some changes.
5/28/12
I started to brainstorm ideas for other genres.
I might have an idea for a poem, not sure what the other genres will be.
5/30/12
I started a poem on my topic.
In class we learned about other genres and I'm going to do a list and a poem for two of them.
6/1/12
I finished my poem and I am brainstorming ideas for a list.
I might do a to do list or a list of supplies I might need to buy. I'm thinking my repented will be a film strip.
6/5/12
I finished my list and have started brainstorming what I should do for a journal entry.
I came up with an idea to cross stuff off the list and it worked really well! I'm not sure what facts I am going to use for the journal entry.
6/7/12
I chose my topic because I love taking pictures. Whenever I go to a party or on vacation I have my camera. I am always capturing memories with it and it has always been a part of my life. Yes I am still happy with my choice.
The fact that interested me the most was that the process of taking a picture used to be a lot longer than just pushing a button. You would have to coat the engraving in iodine and then expose it to light for over eight hours! This project helped me understand a lot about my topic. I never knew any of the history of the camera or that there was a lot of colleges who have majors for photography. I honestly didn't think that photography was that popular, but it's a large pass time for most people.
I didn't collect that much information, and the information that I collected was mostly about the history of the camera. I wasn't exactly sure what to look up, but what I found was helpful. I thought it was hard to find a good source that had a lot of decent information on my topic, but I eventually found good sources.
The strengths I used during this project were my story telling skills. Usually when I tell a story, I drag it on for a very long time, but I have found that when I write the story down and edit it, it can become very interesting. I have found a strength and an interest in poetry. I never thought that I had the imagination to come up with a poem on photography, but once I set my mind to it, it came very easily.
My peers helped my writing by not only correcting the little mistakes in my writing, such as spelling or grammar, but also helped me clarify some points that I was confused about while writing some genres. The most helpful was when they suggested for me to move something or change the order in which I placed my genres to help the project as a whole move smoothly. One thing that I learned from reading their pieces was how to incorporate more facts into my writing, rather than it just being a plain story.
For this last reflection, you should choosefourof the nine questions listed here: Why did you choose your topic? Are you still happy with your choice? What goals did you have for your research? Did you meet those? What facts about your topic interested you most? Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help?
How much information did you collect? How easy or hard was it to find information? What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew. What strengths did you use as a writer in this project? What new strengths did you discover? What criteria did you use in deciding on the genres to include in your paper? What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why? How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging. What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces?
Score A Date _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
8_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no journal entries at the time of scoring. Score B _ Date 6/5 9 points _10 pointsStudent is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project,but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no new journal entries at the time of scoring.
Score C_30 pointsDate 6/8 30 _10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted. _5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors. _ 4 points There were no new journal entries at the time of scoring. Plus _10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses. _8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses. _5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight. _ 4 points Student did not answer any of the reflection questions.
items you
worked on
and/or
completed
each day.
Thoughts
Reflections
Concerns
Inspirations
Contemplations
Basketball
Volleyball
Photography
Surfing
The fact that interested me the most was that the process of taking a picture used to be a lot longer than just pushing a button. You would have to coat the engraving in iodine and then expose it to light for over eight hours! This project helped me understand a lot about my topic. I never knew any of the history of the camera or that there was a lot of colleges who have majors for photography. I honestly didn't think that photography was that popular, but it's a large pass time for most people.
I didn't collect that much information, and the information that I collected was mostly about the history of the camera. I wasn't exactly sure what to look up, but what I found was helpful. I thought it was hard to find a good source that had a lot of decent information on my topic, but I eventually found good sources.
The strengths I used during this project were my story telling skills. Usually when I tell a story, I drag it on for a very long time, but I have found that when I write the story down and edit it, it can become very interesting. I have found a strength and an interest in poetry. I never thought that I had the imagination to come up with a poem on photography, but once I set my mind to it, it came very easily.
My peers helped my writing by not only correcting the little mistakes in my writing, such as spelling or grammar, but also helped me clarify some points that I was confused about while writing some genres. The most helpful was when they suggested for me to move something or change the order in which I placed my genres to help the project as a whole move smoothly. One thing that I learned from reading their pieces was how to incorporate more facts into my writing, rather than it just being a plain story.
Why did you choose your topic? Are you still happy with your choice?
What goals did you have for your research? Did you meet those?
What facts about your topic interested you most? Did this kind of project help you get a better understanding of your topic than you might have with a more traditional kind of research paper? If so, why and in what ways did it help?
How much information did you collect? How easy or hard was it to find information?
What did you learn about the research process from this project? Consider: the best places to find certain kinds of information; what sources are most credible; the best order for conducting your investigation; how to record information and sources; anything else that you learned or that confirmed what you already knew.
What strengths did you use as a writer in this project? What new strengths did you discover?
What criteria did you use in deciding on the genres to include in your paper? What piece was the hardest or most challenging to write? Why? The most fun or interesting? Why?
How did you decide on the organization of the pieces into a cohesive whole? Consider not only organization but use of transitional devices and packaging.
What did you learn by working with your peers on revising and editing? Did they give you helpful advice? What was most helpful to you? What kinds of things did you learn from reading their pieces?
Adapted from ©2006 by Melinda Putz from A Teacher’s Guide to the Multigenre Research Project, Portsmouth, NH: Heinemann.
Process Journal Scoring Checklist
Total Process Journal Points /50 points
Score A Date
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
8_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times.
While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no journal entries at the time of scoring.
Score B _ Date 6/5 9 points
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Score C _30 points Date 6/8 30
_10 points Student is up to date with her/his journal entries. Progress toward the final collection is apparent. There is evidence of thoughtful reflection about the components of the project. The reader is not distracted by grammar/spelling errors.
_8-9 points Student is almost up to date with her/his journal entries. Progress toward the final collection is visible. There is evidence of some reflection about the components of the project, but the journal is more of a list than a reflection at times. While there are some grammar/spelling errors, the reader is not distracted.
_5-6 points Student has fallen behind in his journal entries. Progress toward the final collection is inconsistent; work needs to ramp up. The entries report rather than reflect. Reader is distracted by grammar/spelling errors.
_ 4 points There were no new journal entries at the time of scoring.
Plus
_10 points Student answered more than four of the final reflection questions with thoughtful and thorough responses.
_8-9 points Student answered four of the final reflection questions with thoughtful and thorough responses.
_5-6 points Students answered some of the final reflection questions. The responses answered the questions with little elaboration or insight.
_ 4 points Student did not answer any of the reflection questions.